Sustained Silent Reading

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Revision as of 19:32, 1 May 2006

Description & Definition

Sustained Silent Reading (SSR) originated in the 1960's as a period of time during each school day when the entire school (including teachers and staff) would independently read materials of their own choosing without being evaluated in any way on that reading. It was developed in response to the feeling that U.S. students were not reading enough, and that reading for leisure was on the decline. The rationale for SSR was that students learn to read by practicing, so more practice would result in better reading skills. It was also theorized that children were more likely to read materials they were interested in, and also more likely to enjoy their reading experience if they were not being tested on it. Additionally, it was felt that students were more likely to read if they saw adults around them reading, modelling reading as a worthwhile activity. The ultimate end result was to be a change in student attitudes toward reading.

Application in classrooms and similar settings

SSR may also be known as DEAR (Drop Everything and Read) or WEB (We Enjoy Books). Some teachers feel it is important to be reading literature along with their students in order to model reading. Other teachers use this time to meet with individual students or small reading groups. This second group of teachers might listen to students read or teach reading strategies to guided reading groups.

Some schools have a particular time period set aside for all its students to participate in silent reading while other schools leave it up to the individual classroom teacher. Either way, it is an activity more commonly found in elementary schools rather than middle or high schools. One reason for this is due to time constraints and class schedules in the upper grades which limit the amount of time a reading or language arts teacher has with the students. On the other hand, many elementary teachers experience more flexibility with daily schedules that enable them to fit in silent reading during various times of the day.

Evidence of effectiveness

Critics and their rationale

SSR can easily become an unregulated time period in the day where the teacher gets 20 minutes or so to breathe and relax in the middle of the day. It is also seen by the students as "free time" to go to the bathroom, take their very own long amount of time selecting books, and not even having to read them. (Fountas, Pinnell, 2001) The intent, of course, is to have a structured session so that students make reading a habit and then are encouraged to read more often for recreation. This is where the problem lies. It is very unstructured, there is no accountability, and teachers often do not monitor the reading activities. Students who are at a lower level are unmotivated to step up. Instead of hoping that students will suddenly like to read by putting books in front of them, and giving open time, Fountas and Pinnell propose a stronger, more guided method: "Independent Reading". In this method, teachers help build students in selecting appropriate level books, monitor journal reflections on reading, maintain records on student reading, and facilitate group sharing.(Fountas and Pinnell). There is also a time for teachers to model reading behavior by sharing their own reading experiences with students. Additionally, the other students in the classroom support each other through sharing and feedback. (Fountas and Pinnell) In this way, all students are held accountable for having some level of productivity as well as having the opportunity to share new and exciting stories that they are learning with each other.

Signed "life experiences", testimonies and stories

Stephen Krashen's Power of Reading uses research to explain why SSR programs are so important. He also notes the importance of EVERYONE in the school participating, including office staff, the principal, the janitor, and the teachers. By having everyone in the school participate, they are sending the message to the students that reading is important. That is a message we want to send to students today. -L. Weinstein

I understand the whole message of sustained silent reading, and I agree with it in the elementary years to encourage students to read. However, I feel like in junior high and high school, teacher only use it to have quiet time where they don't have to teach. I think for it to be effective the school really needs to send the message so that all students know to have something to read on that day. In my experience, teachers would just announce it randomly and would allow anything that could be read, including student written notes as long as everyone was quiet. -A. Barkauski

My son was required to have a book with him at all times in middle school for sustained silent reading. I was very happy with this program because he read about a book a week. The SSR period would get him started and if the book was good - he would finish it at home. He also became very familiar with the LRC and the Staff there. They often helped him find books in the genre that he liked. I considered this program a very positive experience for him. ~RSmall

Our school implemented SSR for about 4 years. It was hoped that this 25 minute period of reading would help raise PSAE (Prairie State Achievement Exam) test scores. It didn't. It became a 25 minute study hall every Wednesday morning. Teachers would make phone calls or use the extra time to help students with homework. When the new principal took over, it was one of the first things to be changed. - Brad Frey, Johnsburg High School

References and other links of interest

Fountas and Pinnell. Guiding Readers and Writers Grades 3-6 Teaching Comprehension, Genre, and Content Literacy Heinemann Publishing. 2001. p. 116-127.